Rhode Island Department of Education
Lesson Plan andrew d
Lesson Title:Chemiosmosis
State Standards: GLEs/GSEs
1a
explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
National Standards:
Context of Lesson:
My lesson for Chemiosmosis is important because it ends the first of two sections in the photosynthesis chapter. To end this first section I have decided to give the students an opportunity to fill out a chart that will tell me what they have learned, what they would like to learn more about, and what they don't understand (what they would like to go over again). This fits in right at the end of the section because i wnat to check that what we have covered will be understood before going on. The main ideas we will be focusing on deal with energy and where it comes from. Overview of lesson, including: where it fits in unit, what are key ideas and what will students be doing.
Opportunities to Learn:
Depth of Knowledge
Webb's DOK- Level 2 Skills and Concepts
This lesson gives me my first chance to assess students understanding and learning during a unit. I want to see what I need to do to make this KWL review chart effect to the point that students take it seriously and we correct misconceptions as we go. This will be a good chance to see who wants to learn and who is just going through the motions and I think it will be a good relection tool for me and i can see what I need to do to make science more interesting for everyone.
Prerequisite Knowledge
Students learned in chapter 3 that ATP is the major energy currency of cells
Students learned that some protons in the stroma are used to make NADPH from NADP
Plans for Differentiating Instruction
I will not be differentiating instruction much because my main focus is the KWL chart and i will tell the students that all of their resources are at their disposal so they can check back to notes etc. I don't expect students to know off the tops of their heads what they didn't understand. Hopefully by giving the students these resources they will be able to look at notes or the book and see that they didn't understand the topic well enough.
Accommodations and modifications
Environmental factors
Materials
Altered KWL chart
Dry erase board
Objectives:
Finish electron transport of necessary
Begin discussion of ATP and ADP
Learn about Chemiosmosis
Complete a variation of KWL chart- 3 columns: What i know, What I don't understand, What i want to know more about
Instruction:
Opening:
I would open the class with the question who needs the other more? Do we need Plants or do plants need us for survival? I am asking this question because i want to get them to think and see if any of their ideas have information from the previous classes. While the class is writing i will walk around and look at the nights homework. We will not go over the homework at the beginning of the class. Instead i will go over the homework at the end of class. After the class takes some time to think and write we will discuss the question. Now we will move onto the topic of the day which is chemiosmosis and ATP/ADP.
Engagement:
We will talk about chemiosmosis as a class and take notes, but the main part of the class is filling out the chart i will hand out which is a lot like a KWL chart. I want to see what they know,what they want to learn more about, but most importantly I want to see what the students still don't understand. I want to give the class enough time to really think about this chart and let me know what they don't understand. This chart will lead to either a whole class or a part of a class to review.
Closure:
I will end the class by going over the homework, and answering questions. Students should be making corrections and adding to their answers so they can study these homeworks at a later date. After we have gone over the home work I will assign them the final homework for this section.
Assessment:
KWL (assessing students but the grade is mainly a class participation grade)
Lesson Plan
andrew d
Lesson Title:Chemiosmosis
State Standards: GLEs/GSEs
1aexplaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
National Standards:
Context of Lesson:
My lesson for Chemiosmosis is important because it ends the first of two sections in the photosynthesis chapter. To end this first section I have decided to give the students an opportunity to fill out a chart that will tell me what they have learned, what they would like to learn more about, and what they don't understand (what they would like to go over again). This fits in right at the end of the section because i wnat to check that what we have covered will be understood before going on. The main ideas we will be focusing on deal with energy and where it comes from.Overview of lesson, including: where it fits in unit, what are key ideas and what will students be doing.
Opportunities to Learn:
Depth of Knowledge
Webb's DOK- Level 2 Skills and ConceptsThis lesson gives me my first chance to assess students understanding and learning during a unit. I want to see what I need to do to make this KWL review chart effect to the point that students take it seriously and we correct misconceptions as we go. This will be a good chance to see who wants to learn and who is just going through the motions and I think it will be a good relection tool for me and i can see what I need to do to make science more interesting for everyone.
Prerequisite Knowledge
Plans for Differentiating Instruction
I will not be differentiating instruction much because my main focus is the KWL chart and i will tell the students that all of their resources are at their disposal so they can check back to notes etc. I don't expect students to know off the tops of their heads what they didn't understand. Hopefully by giving the students these resources they will be able to look at notes or the book and see that they didn't understand the topic well enough.Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
I would open the class with the question who needs the other more? Do we need Plants or do plants need us for survival? I am asking this question because i want to get them to think and see if any of their ideas have information from the previous classes. While the class is writing i will walk around and look at the nights homework. We will not go over the homework at the beginning of the class. Instead i will go over the homework at the end of class. After the class takes some time to think and write we will discuss the question. Now we will move onto the topic of the day which is chemiosmosis and ATP/ADP.Engagement:
We will talk about chemiosmosis as a class and take notes, but the main part of the class is filling out the chart i will hand out which is a lot like a KWL chart. I want to see what they know,what they want to learn more about, but most importantly I want to see what the students still don't understand. I want to give the class enough time to really think about this chart and let me know what they don't understand. This chart will lead to either a whole class or a part of a class to review.Closure:
I will end the class by going over the homework, and answering questions. Students should be making corrections and adding to their answers so they can study these homeworks at a later date. After we have gone over the home work I will assign them the final homework for this section.Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: